ASHBURTON CHRISTIAN SCHOOL
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ASHBURTON CHRISTIAN SCHOOL
119 ALBERT STREET
ASHBURTON 7700
MOE PROFILE NUMBER: 608
APPLICATION FOR CHANGE OF CLASS
FROM RESTRICTED COMPOSITE (YEARS 1-10)
TO FULL COMPOSITE (YEARS 1-13)
APPLICATION FOR MAXIMUM ROLL INCREASE
FROM 120 TO 345
APRIL 2019
2019 ASHBURTON CHRISTIAN SCHOOL CHANGE OF CLASS APPLICATION P a g e |1
Table of Contents
OVERVIEW ......................................................................................................................................... 3
School Details ......................................................................................................................................................... 3
Ministry of Education – Required Information ....................................................................................................... 4
Application Summary ............................................................................................................................................. 5
Brief History ............................................................................................................................................................ 5
Proprietor Experience ............................................................................................................................................. 5
Other Considerations.............................................................................................................................................. 6
Vision Overview ...................................................................................................................................................... 6
BENEFITS EXPLAINED ......................................................................................................................... 7
Faith-Based Education ............................................................................................................................................ 7
Primary, Middle, Senior Secondary School Structure ............................................................................................. 7
Alternative Secondary Provider ............................................................................................................................ 10
Personalised Learning ........................................................................................................................................... 12
A Competencies Based Approach ......................................................................................................................... 12
Leadership and Servanthood ................................................................................................................................ 12
EDUCATIONAL VIABILITY .................................................................................................................. 14
Philosophy of Education ....................................................................................................................................... 14
Change Management ........................................................................................................................................... 18
Proposal for Year 11 to 13 Curriculum ................................................................................................................. 19
Strategic Plan ........................................................................................................................................................ 24
Building Design ..................................................................................................................................................... 24
Financial Viability .................................................................................................................................................. 25
CONSULTATION ............................................................................................................................... 26
Board of Trustees ................................................................................................................................................. 26
Ashburton Christian Schools Trust ....................................................................................................................... 26
Parent Survey ....................................................................................................................................................... 26
Student Survey ..................................................................................................................................................... 29
Staff Survey ........................................................................................................................................................... 31
Other Schools Affected ......................................................................................................................................... 32
IMPLICATIONS FOR SCHOOL ORGANISATION.................................................................................... 33
Current Roll ........................................................................................................................................................... 33
Roll Forecast ......................................................................................................................................................... 33
Population and Demographic Factors .................................................................................................................. 33
Network Capacity ................................................................................................................................................. 34
Network Impact .................................................................................................................................................... 34
IMPLICATIONS FOR PROPERTY/RESOURCE ....................................................................................... 35
Current Site ........................................................................................................................................................... 35
Proprietor Finances .............................................................................................................................................. 35
Transport .............................................................................................................................................................. 36
Costs to the Government ..................................................................................................................................... 36
APPENDICES .................................................................................................................................... 37
Appendix 1: Expression of Interest ...................................................................................................................... 38
Appendix 2: Population Projections ..................................................................................................................... 41
Appendix 3: Kāhui Ako in ACS Enrolment Zone .................................................................................................... 42
Appendix 4: Year 9 and 10 Options Board Report ................................................................................................ 43
Appendix 5: Strategic Plan (Excerpts) ................................................................................................................... 46
Appendix 6: Minutes – BOT, Land Trust (Excerpts) .............................................................................................. 48
Appendix 7: Survey Responses – Verbatim .......................................................................................................... 49
Appendix 8: Site Plans: Current and New ............................................................................................................. 55
Appendix 9: SPG Calculation ................................................................................................................................. 56
2019 ASHBURTON CHRISTIAN SCHOOL CHANGE OF CLASS APPLICATION P a g e |2
Overview
School Details
School Ashburton Christian School
MOE # 608
Address 119 Albert Street, Ashburton 7700
Phone 03 307 6340
Website http://www.acs.school.nz/
Class Restricted Composite Year 1-10
Type State Integrated School
Proprietor The Christian Schools’ Trust
Joyce Stowell
Board of Trustees Chairman
stowellj@icloud.com
Mark Larson, 027 485 2244
Proprietor CEO
m.larson@middleton.school.nz
Tim Kuipers, 027 234 1490
Principal
principal@acs.school.nz
Andy van Ameyde, 021 131 1987
Proprietor Agent Christian Education Network Coordinator
a.vanameyde@middleton.school.nz
2019 ASHBURTON CHRISTIAN SCHOOL CHANGE OF CLASS APPLICATION P a g e |3
Ministry of Education – Required Information
Request
Information Required Page
Source
Application
School details 3
Form
Type of Change of Class, how to be phased in 5
Parental Consultation 26
Staff Consultation 31
Student Consultation 29
Implications for wider educational community 32
Transport 36
Implications for school organisation 33
Property/Resource Implications 35
Any year 1-10 student can undertake continuing study in all seven
14
essential learning areas
Any year 11 and above students can receive a balanced curriculum
14
recognising
An Education Review Office Report of a review that has been carried
37
out within the past 24 months
A strategic plan that outline the education programme to ensure 24
Network effects of maximum roll increase 34
Education Act The ability of the proprietor’s state integrated school or schools to
TBA
Section 457 continue to provide the level of education required
The average per student cost of the continued operation of the
proprietor’s state integrated school or schools relative to the TBA
average per student cost for other state schools
The extent to which the proprietor’s state integrated school or
schools provide for students whose needs are not met by other TBA
state schools
The ability of the proprietor to meet any obligations regarding the
proprietor’s state integrated school or schools over the next seven TBA
years.
2019 ASHBURTON CHRISTIAN SCHOOL CHANGE OF CLASS APPLICATION P a g e |4
Application Summary
In this application, The Christian Schools’ Trust (CST), the proprietor of Ashburton Christian School, is
applying for a change of class to allow the school to educate students up to and including Year 13. The
CST is applying for the additional year levels to be phased in with Year 11 and 12 starting in 2021, and
Year 13 in 2023.
The proprietor submitted an Expression of Interest document to the Regional Office of the Ministry of
Education in November 2018. (Appendix 1)
As part of the overall application the proprietor is also applying to increase the maximum roll of the
school to 345 which equates to a full class at each year level from Year 1 to 13.
More specifically the proposed structure will be:
Junior School: Year 1-6: 145 Students
Middle School: Year 7-10: 115 Students
Senior College: Year 11-13: 85 students
The roll increase figure was arrived at after considering four factors:
1. 2018 Potential Market Share calculations for Special Character Education for Christian Education
Network Schools in the Greater Christchurch area. (Pers. Comm. MOE Dec 2018).
2. Current expected population growth in the Ashburton District (Appendix 2)
3. A growing Christian Pasifika population. Currently the school has a low level of enrolments from
this community but is investigating ways to make access more affordable for this group.
4. The possibility that some families from other Special Character schools (Catholic) in Mid-
Canterbury may have a general association with the ACS Special Character for education at Years
11-13. The proprietor will need to discuss and evaluate what this may look like in practice.
5. Demand from preference rural families whose only previous choice for special character education
was outside the district now will have a local choice.
If the above proposal is approved, a discussion with the Ministry of Education as to how the maximum
roll could be structured is required. This would include separating out the maximum roll between Y1-10
and Y11-13 and looking at the possibility of different levels of non-preference students for each of these.
Brief History
The school had its beginning in the work of local farming couple who called public meetings and initiated
proceedings during 2005 resulting in the formation of the Ashburton Christian Schools Trust (ACST). The
ACST purchased property in 2008, gained a resource consent for educational purposes and opened as a
private school in 2009 with a roll of 27 Y1-8 students. The school integrated into the state system in 2011
with the proprietor being the CST which leased the school property from the ACST. In 2012 the school
was granted permission to extend its curriculum to include year 9 (2013) and then year 10 (2014). The
school is currently at its maximum roll of 120 students.
Proprietor Experience
The school’s proprietor the CST, is an experienced proprietor and is currently the proprietor of 4 schools -
Middleton Grange School, Aidanfield Christian School, Rolleston Christian School and Ashburton Christian
School. It has its own management team with expertise in education, finance and property. These 4
schools are all full members of the Christian Education Network (CEN) and so can call on the support and
expertise of the CEN office. The CEN Office has recently supported Richmond View School (a CEN
Associate Member) in Blenheim in its successful similar application, and the CEN will facilitate both
schools working together as they grow into the higher educational levels. If this application is granted the
intention is to begin year 11 education in 2021 the same year as Y11 will begin at Richmond View School.
The two schools have similar backgrounds in that they are both serving the families of medium sized rural
service towns and the surrounding rural community.
2019 ASHBURTON CHRISTIAN SCHOOL CHANGE OF CLASS APPLICATION P a g e |5Other Considerations
Governance Personnel
• A CST trustee is a proprietor appointee to the Ashburton Christian School Board of Trustees
• The finance and property person from the CST Office is a proprietor appointed trustee on the BoT.
• The CEN Coordinator has since the beginning of 2018 been a guest advisor at BoT meetings.
International Student Accreditation
Ashburton Christian School has recently become a signatory to the Education (Pastoral Care of
International Students) Code of Practice. Hosting international students will both assist in providing a
greater scale in senior classes and provide income stream for the BoT. The school will be able to leverage
off the success of MGS in this area.
Participation in Local Education
• ACS is an active member of the local Kāhui Ako
• The ACS principal is chair of the Mid-Canterbury Principals’ Association
• The ACS principal is a member of the executive of the New Zealand Association for Christian
Schools
• ACS is currently the host school for the Mind Plus program.
• ACS is an active participant in the local school sports cluster
From the above it is apparent that the school is an active participant in its wider community and
plays its role in the wider educational initiatives and activities of the district.
Vision Overview
Ashburton Christian School founders have had a long-term vision of meeting the demand for special
character education in Mid-Canterbury. After surveying parents, and finding them very supportive, the
proprietors agreed to put in this application for Change of Class along with an increase to the school’s
maximum roll.
The main motivation for offering Year 11 to 13 at ACS is providing choice for families in the district. The
provision of this choice supports a well-established and important part of the New Zealand schooling
system and is in line with current Government thinking.
Offering a Senior Secondary option, in our view, will benefit the Mid-Canterbury community by
cooperating with and being a complement to the two local colleges, serving the community together. The
choice of a Senior Secondary at ACS would add value to and benefit the community in the following ways:
1. Faith Based Education: Extending provision will allow parents the option of remaining in Special
Character Education where the environment matches the home and family values.
2. Primary, Middle and Senior Secondary School Structure: A flexible Primary, Middle School, Senior
Secondary Structure on the one site will offer a seamless developmental approach to learning
through a personalised learning approach unique to Mid-Canterbury
3. Broader Local Provision: An alternative and smaller secondary option within Mid-Canterbury is
complementary to what is currently provided, and the size has subsequent positive implications
for pastoral care and student engagement.
4. Personalised Learning: A highly flexible personalised learning philosophy will meet the needs of a
wide range of pupils.
5. A Key Competencies Based Approach: A competencies-based approach that is both deliberate and
personalised builds capacity for lifelong learning.
6. Leadership: Leadership opportunities are of a high quality and authentic and can be provided to a
high percentage of students.
2019 ASHBURTON CHRISTIAN SCHOOL CHANGE OF CLASS APPLICATION P a g e |6Benefits Explained
Faith-Based Education
“In everything, do to others what you would have them do to you.”
Matthew 7:12
“Be transformed by the renewing of your minds.”
Romans 12:1
There is currently no option beyond Year 10 in Mid-Canterbury for faith-based education. Our Special
Character, when properly understood, is a powerful tool for developing tolerant, deep thinking people, of
sound character, motivated out of love and altruism. A central tenet of Scriptures is that all people are
equal and of great value, regardless of race or creed. Our vision to Love, Know, Serve and Impact is
deliberate in its intention to provide students and graduates a powerful and visionary narrative to benefit
society.
The school’s past ERO reviews affirm our Special Character as a strength. Those reports take into
consideration parent, pupil and teacher voice. The most recent ERO visit was conducted on 11 to 13
March 2019. The report will be available in Term Two of 2019, at which time we will submit as an
addendum to this application. Early findings affirmed the observations from the 2015 report, which
states:
“Ashburton Christian School’s special character is well embedded and reflected in all
aspects of school life. Students and staff learn and work in a caring, nurturing and
respectful environment. There is strong support and involvement from the
community.”
At present, a faith-based choice can only be accessed by travelling to Christchurch each day, moving out
of the district, attending boarding school or home-schooling. Four families in the last three years have
chosen one or other of these options. Over the last five years, 25% of the school’s Year 10 graduating
students have not enrolled with the local college closest to them. This is not to suggest anything negative
about the current options in Mid-Canterbury, but only to indicate that the options currently available do
not meet the needs of all families.
Primary, Middle, Senior Secondary School Structure
In the process of preparing for this application, consideration was given to the work of Richmond View
School and Ann Milne. ACS has assisted Richmond View School (RVS) with the establishment of Years 9-
10 and hope in the future to continue to work collaboratively in establishing Years 11-13. The schools
share a great deal in terms of philosophy and practice.
By permission from RVS, a paper from Ann Milne is included below. It was produced initially for RVS and
clearly articulates the benefits of the structure ACS proposes, especially in light of being a Special
Character school. Sections in [square brackets] have been added and are specific to ACS and this
application. It will be evident on reading that the ideas expressed are echoed throughout the section
‘Educational Viability’ on page 14 of this application.
by Ann Milne PhD
Ann Milne Education
Dr Ann Milne was the principal of Clover Park Intermediate School in 1995 at the time
of the Minister of Education’s approval to change the school’s status to become Clover
Park Middle School (Years 7-10). She led the development of the school through this
stage, and then through its further growth to become Kia Aroha College, a Year 7-13
designated-character school. This development is the focus of her doctoral research.
She therefore brings both theoretical and practical experience to the benefits to
students from this structure.
2019 ASHBURTON CHRISTIAN SCHOOL CHANGE OF CLASS APPLICATION P a g e |7There is no doubt that adolescence is a time marked by significant physical, social, emotional and
intellectual change. These changes result in a demand for increasing conformity to societal rules and
adult roles from family, friends and social institutions. Elliot and Feldman (1990), point out that,
"whatever the biological imperatives driving adolescence, society shapes and directs these in powerful
ways."
The New Zealand Curriculum (Ministry of Education, 2007) formally acknowledges early adolescence as a
stage of schooling designated by the Years 7-10 Learning Pathway, equivalent in standing with Years 1-6
and Years 11-15. These three stages are intentionally and specifically supported in the proposed
structure [ACS having already established the Year 7 to 10 model]. The core developmental needs,
identified by Lipsitz (1980), Dorman, McKay (1995), and Lipsitz, Mizell, Jackson and Austin (1997) which
distinguish emerging adolescents from other developmental stages, are encapsulated in this statement in
the New Zealand Curriculum:
“A responsive curriculum will recognise that students in these years are undergoing
rapid physical development, becoming increasingly socially aware, and encountering
increasingly complex curriculum contexts. Particularly important are positive
relationships with adults, opportunities for students to be involved in the community,
and authentic learning experiences.” (Ministry of Education, 2007, p. 41)
Stewart and Nolan (1992) point out that each of these core developmental needs has an academic and a
social aspect. Firstly, the academic aspect refers to the educational abilities, knowledge and skills that
adolescents are expected to acquire and develop at school. Secondly, the social aspect, the societal
curriculum, which refers to educational attitudes, beliefs and values – the development of self-concept,
self-efficacy and personal identity and the ways in which people interact with each other and conduct
themselves and develop a personal identity. (Beane 1991). Collins (1991, p.4) links adolescents' cognitive
development with their moral development implying that development in thinking allows adolescents to
grapple with the complexities of moral issues [See ‘World View Studies’ and ‘Project Based Learning’
p20].
However, this period is also associated with heightened impulsivity and risk-taking that has been linked to
school-related challenges such as antisocial behaviours and declining grades Diggs and Arkos (2016). The
New Zealand Ministry of Education’s research (Durling, Ng, & Bishop, 2010) also refers to this alienation
from school:
“While New Zealand students have relatively high achievement outcomes during the
middle schooling years, data drawn from a number of studies highlight issues
associated with participation and engagement in schooling. From the age of 11 the
indicators of disengagement from schooling, such as stand-down rates, suspensions,
exclusions and truancy, start to take a negative trend.”
Diggs and Arkos (2016), researching character education, believe that in the middle and high school years
young people should be taught the nuances of values decisions and explore how to navigate these issues
[See ‘World View Studies’ and ‘Project Based Learning’]. They find that character education operates at
its best when it is part of school culture. It follows that this learning is most effective when it reflects the
values and ethics of the home, so that young people do not have to change who they are at the school
gate in order to “fit in” to the culture of the school [See Parent Surveys, which show this as the number
one priority of current families p27].
This very struggle, albeit in a different context, is the story of the development of Kia Aroha College in
Otara, South Auckland. In this case, Māori parents, faced with transitioning their children from a
supportive bilingual environment in Years 7 and 8 could not find this option beyond this level. The group
was very specific about their expectations. They wanted continuity of a Māori whānau learning
environment and te reo Māori (Māori language). They wanted teachers who knew their children well,
and with whom both students and whānau could establish a reciprocal relationship. They wanted high
academic outcomes and consistently high expectations. They wanted their children to have clear
boundaries and they worried about their children’s safety and learning in a secondary school system
2019 ASHBURTON CHRISTIAN SCHOOL CHANGE OF CLASS APPLICATION P a g e |8where Māori values and knowledge had little worth and where they had to relate to many different
adults each day who did not share these same values. Many families spoke from the schooling
experience of the parents themselves and also of older siblings in the family (Milne, 2016). [The matter
of continuity was also a main consideration of parents at ACS, as reflected in the parent survey p27].
It should be no surprise that these parents intuitively understood the developmental needs of their
children, and in this case, the crucial importance of the development of a positive and secure Māori
identity. The same demand from Pasifika parents eventually developed the intermediate school to a
middle school, and then to add Years 11 to 13 to become a designated-character Year 7 to 13 secondary
school with a special character that is culturally and community responsive, based in whanau/family and
the languages and cultural norms of Māori and Pasifika learners. This demand from parents and
community, and the development of a school to meet these demands differs from the desire of RVS [and
ACS] parents only in that one sought a Māori and Pasifika cultural identity and the other seeks a faith-
centred identity. Our education system is designed to give parents this type of choice.
The following table outlines the benefits for students and for families from lessons learned in the Kia
Aroha College development, from a primary (Year 7/8) environment, to a middle school (Ys 7-10) to
finally become a Year 7 to 13 designated-character secondary school with a total roll number of
approximately 300. This experience provides a blueprint and an effective example for [other schools].
Benefits for families Benefits for students Benefits for learning
• School environment • School environment matches home • Home/school values match and
matches home and family and family values students’ learning is well supported in
values both.
• Transition through different
• School environment developmental and schooling stages • Smaller roll numbers allow for
provides an authentic is smooth and overlaps [see innovative curriculum approaches –
setting for parental Personalised Learning p 12, 19] individual pathways, bundling of NCEA
involvement and standards in an integrated
• The crucial stage of identity
participation curriculum/youth action research
development in emerging
approach (used very successfully at Kia
• The home/school adolescence is supported within a
Aroha College), service and
relationship is one that is faith-based environment
community-based learning which
reciprocal and mutually
• Rather than alienation from, or reflect the community’s values. [see
beneficial
isolation in school at Years 9/10, Personalised Learning p 12, 19]
• Parents can continue to students develop leadership skills
• A “clean slate” mindset i.e. the
build strong relationships and confidence as the older students
opportunity to design curriculum for a
of trust with a small group in the Year 7-10 programme.
new school allows for different
of teachers they know
• This early leadership and maturity thinking that doesn’t need to follow
well, and who know them
provides a stable base for previous structures and conventions
and their children.
engagement, learning, and leading in for school organization. Learning can
• School operates as a the senior school – which leads to be driven by the question, “What best
family [a consistently deeper learning and thinking [see suits our learners”?
stated strength of all small Benefits: Leadership p 12]
• The opportunity to partner with like-
and medium sized area
• Because the staff work together minded schools in a digital, online
schools ACS staff visited]
there are opportunities for overlap environment provides curriculum
and support across year levels e.g. breadth and further options. [see
able Year 10 students beginning Online Learning p 22].
NCEA literacy and numeracy, or
• Teachers from different education
those needing more support being
sectors have the opportunity to work
given these opportunities through an
together and learn from each other’s
individual pathway approach.
different experiences e.g. secondary
teachers learn about subject
integration and integrated curriculum
from the primary teachers’ skill in
these areas.
2019 ASHBURTON CHRISTIAN SCHOOL CHANGE OF CLASS APPLICATION P a g e |9An example of the benefits of matching school and home values and embedding these in curriculum can
be found in the achievement of students in quality Kura Kaupapa Māori and Māori-medium learning
environments. These schools’ function as whānau, most often with small roll numbers at senior levels,
yet the outcomes for students are better than those of their peers in English-medium schools. Māori
students in high quality immersion and bilingual settings also have lower rates of truancy and higher
NCEA attainment rates. (Ministry of Education, 2010). These benefits in a faith-based context are the
intent and expectation of the RVS [and ACS] proposal.
References
Diggs, C., & Akos, P. (2016). The Promise of Character Education in Middle School: A Meta-Analysis.
Middle Grades Review, 2(2). Retrieved from http://scholarworks.uvm.edu/mgreview/vol2/iss2/4
Durling, N., Ng, L., & Bishop, P. (2010). The Education of Years 7 to 10 Students: A focus on their teaching
and learning needs. Wellington, N.Z: Ministry of Education. Retrieved from
www.educationcounts.govt.nz/publications
Lipsitz, J., Mizell, M. H., Jackson, A., & Austin, L. M. (1997). Speaking with one voice. Phi Delta Kappan,
78(7), 533–540. Retrieved from
http://search.proquest.com/openview/2dd7beb0aa6e5220ab166db871de1367/1?pq-origsite=gscholar
Milne, A. (2016). Coloring in the White Spaces: Reclaiming Cultural Identity in Whitestream Schools. New
York: Peter Lang Publishing.
Ministry of Education. (2007). The New Zealand Curriculum.
Ministry of Education. (2010). OECD Review on Evaluation and Assessment Frameworks for Improving
School Outcomes. Wellington, N.Z: Ministry of Education. Retrieved from
www.educationcounts.govt.nz/publications
Alternative Secondary Provider
Benefits
This application highlights the benefit of having a faith-based school option within Ashburton and has
provided some evidence of the benefits of a full Area School model. In addition to that, ACS is in a good
position to complement the existing High School provisions within Mid-Canterbury and our Hakatere
Kāhui Ako (see Appendix 3) by serving a minority group of students who suffer from anxiety, loneliness or
bullying issues.
“New Zealand and international research shows that student wellbeing, or a lack of
it, has a clear influence on student mental health and learning. To enable every
student to achieve to their highest potential, it is essential that effective services to
support student wellbeing are available both in schools and the wider community…
Schools are in a unique position to work with other agencies and the wider
community to help improve and support young people’s wellbeing. Within an
unstable and uncertain world, schools have the potential to be places of safety,
stability and security where young people can experience connection and belonging
that supports their development.” (Ministry of Education, 2017, Te Pakiaka Tangata
Strengthening Student Wellbeing for Success, p.14-15)
The local context is important when considering this benefit. Currently, pupils have one or two local High
Schools they can realistically attend. Students who are failing academically and socially are able to join
the Community Entry Programme run by Ashburton College, or programmes with YMCA or the Salvation
Army. These options are largely for those with behavioural problems and include reduced hours and offer
basic literacy and mathematics. They do not always cater for the minority group we are referring to.
2019 ASHBURTON CHRISTIAN SCHOOL CHANGE OF CLASS APPLICATION P a g e | 10As a smaller rural school, ACS can serve a need in this area. The school had enquiries in the last two years
for each of the reasons above and have served three such pupils through the non-preference roll with
great improvement to their well-being; namely, their confidence, happiness, attendance rates and
engagement in learning. In the last six months the school has turned away three other such students due
to our full roll. To meet this need, the board has made a decision in principle to leave open a larger
proportion of its non-preference roll for Years 9 to 13 students or to negotiate a formal non-preference
split between the two parts of the school as described on page 5.
By highlighting this area, we wish to make it clear that we are in no way suggesting that Ashburton
College or Mount Hutt College cannot fill this need for many of its students and provide a caring safe
environment. They can. The salient point, as mentioned earlier, is that not every school can always cater
for every child.
Research on the effect of small school size is relevant here. In a meta-analysis of research into the effect
of school size, Scheerens, Hendriks and Luyten (2014) highlighted the following benefits of small school
sizes in America. (Note that other research they reviewed from other countries did not show the same
correlation):
• Positive effect on equity by raising achievement for students from low SES backgrounds (neutral
effect on other students)
• Positive effect reducing drop-put and increasing attendance and engagement
• Positive effect on attitudes to learning for both students and teachers
• Positive effects on personalised learning
The reasons given for these benefits are:
• Relational Trust between staff and students and, in rural settings, with the community
• Commitment to a common purpose
• More personalised learning
These findings are affirmed by our experience, as mentioned above. Our size has allowed for the
development of a strongly pastoral and relational model of education. There is a deliberate consideration
of the whole child [see ‘Philosophy of Education/Personalised Learning’]. It allows for a highly responsive
educational provision. The board is in the process of strengthening that provision by considering the
establishment of a school chaplain or counsellor in addition to the existing 100% tagging of teaching staff.
In addition the school is using the NZCER Well-Being at School resources to enhance our capacity in this
area.
Our 2018 CR&RP survey (Culturally Responsive and Relational Pedagogy Survey), conducted by Te Whare
Wānanga o Awanuiārangi in 2018, indicated a high level of staff competence across the ages and
cultures. 100% of Maori caregivers, for example, rated our cultural responsiveness as five out of five with
an overall average of 4.4 out of five for students, with Maori scoring highly.
Cautions
The analysis of research also cautioned of two risks smaller schools have (Jaap Scheerens et al). The
current Principal of Ashburton College has experience leading Area Schools of various sizes and was
consulted as part of planning for writing this application. He was able to affirm these risks, namely:
• The challenge of providing of a wide range of subjects and extra-curricular activities
• Susceptibility to relying too much on a few key staff members
ACS staff visited three small area schools (two in Southland and on in Carterton) with pupil sizes of 105,
115, and 135, and also visited three larger area schools. Students in both large and small schools were
interviewed. Findings were that in the smallest schools, the size had not affected any of the students’
choices but had affected the quality of the delivery of their choices. One school whose quality had
suffered most had yet to make use of digital technologies, including NetNZ, and were very isolated. These
cautions found in the research, and affirmed in school visits by ACS Principal, are responded to
throughout the section entitled ‘Our Proposal for Year 11 to 13 Curriculum’.
2019 ASHBURTON CHRISTIAN SCHOOL CHANGE OF CLASS APPLICATION P a g e | 11References
Luyten, H, Hendriks, M, Scheerens, J, (2014), School Size Effects Revisited: A Qualitative and Quantitative
Review of the Research Evidence in Primary and Secondary Education, Chapter 2, [Online], Netherlands,
Springer Nature, http://www.learningfocus.nl/wp-content/uploads/2013/10/school-size-effect-
revisited.pdf
Ministry of Education, 2017, Te Pakiaka Tangata Strengthening Student Wellbeing for Success: Guidelines
to Assist New Zealand Secondary Schools and Wharekura in the Provision of Good Practice in Pastoral
Care, Guidance and Counselling, New Zealand Government, Wellington, New Zealand
Personalised Learning
Personalised Learning is a key part of this proposal. It is both essential and eminently do-able in a school
of our proposed size, even during growth years with smaller numbers. There has been significant
progress in implementing a personalised learning programme at Years 9 and 10 with plans to conduct
more research to refine current practice. Further commentary on current practice, philosophy and our
proposal around personalised learning under Educational Viability. It contains a section on ‘Our
Experience’. A recent report to the board is also attached as evidence of current progress toward
delivering personalised learning (Appendix 4: Year 9 and 10 Options Board Report)
A Competencies Based Approach
Key competencies (KC) of the NZC are a vitally important part of teaching and learning. ACS have been on
a journey towards establishing a deliberate KC based curriculum. This remains an essential part of the
development of students in Years 11 to 13 as KCs are capabilities essential and in high demand in the
work force.
For three years, staff at ACS have been implementing a
conceptual thinking programme designed to improve
the depth and complexity of students’ thinking. (With
professional development from NZ Centre for Gifted
Education).
Further to that, inquiry and project-based learning have
been used that demands the effective use of the
competencies. In these times, teachers have
repositioned themselves as coaches of small groups or
individuals to advance the development of those skills.
This has resulted in rich conversations and increased
sophistication and application of the KCs in the
students’ practice.
Leadership and Servanthood Figure 1: Conceptual Thinking Programme Overview
The advantage of a leadership programme in a small ©NZCGE 2016
school is that provision of opportunities can be made
for all pupils, not just those with special gifts in this area. ACS Year 9 and 10 pupils have a strong servant
leadership programme established which includes the following activities:
• running special school events
• leading whanau groups
• running an activity day for another local school
• serving in a local retirement home for people with dementia
• initiatives that grow out of inquiries, which includes directing the entire school production
2019 ASHBURTON CHRISTIAN SCHOOL CHANGE OF CLASS APPLICATION P a g e | 12The benefits to students of these activities include:
• Confidence in public speaking and taking a lead
• Behaviour management of young children
• Event management
• Relational maturity
• High Expectations of teachers translates to high expectations of themselves
• Growing ability and understanding of the cost of serving
These leadership opportunities would remain for the Year 9 and 10 students. Staff would build on this
strength with Year 11 to 13 students, particularly through the avenues of project-based learning and
World Studies (see ‘Proposal for Year 11 to 13 Curriculum’). While much of the Year 9-10 leadership is
based within ACS and the Ashburton community, there will be opportunity to extend Year 11 to 13
leadership to the wider Mid-Canterbury district, other parts of New Zealand and, potentially, overseas.
This could be in conjunction with other CEN schools e.g. Middleton Grange School Senior College.
2019 ASHBURTON CHRISTIAN SCHOOL CHANGE OF CLASS APPLICATION P a g e | 13Educational Viability
(The following sections are written by the Principal to describe the learning journey that he and the staff
have been through)
Philosophy of Education
Philosophy of Education is included to demonstrate our awareness of and engagement in a reasoned
approach to Curriculum Design and School Structure. Note that philosophy is an ever-evolving
exploration of ideas.
Our Experience So Far
We (ACS school leadership) have been considering arguments for educational change for some time. It
was both hard to define but somehow exciting; even unsettling and confusing. There appeared to me a
lot of noise, fluff and dead ends, but little substance. We waded on through the confusion, even bought
some MLE furniture. We ran a few trials or experiments, dabbling without committing. All the time we
were trying to find a common thread, a theory, an idea or two, that seemed to draw all these things
together.
You would think that we should first be convinced of the need for change and then begin the process of
change. It didn’t work like that for us. The ‘why, what and how’ were learnt together. Sometimes we
cannot see the benefit of something, its true value, until we give it a go. Then a new pathway in the
creative mind opens up, and more possibilities are seen.
After some years of engaging with the ideas (conferences, books, school visits and experiments), we
started to become convinced that the ‘thing of substance’ was staring us in the face all along; the Key
Competencies (KCs). These are the soft skills that students would need in our ever-changing world. Later
we would ‘discover’ the concept of Personalised Learning.
KCs were developed as a central part of the NZC, along with values, subjects, principles. The KCs are
described in the NZ Curriculum as ‘Capabilities for living and life-long learning’ (2007, p.12). Each
Competency can be defined as a cluster of capabilities. “A ‘capability’ is demonstrated in action. It is what
the student shows they can do—and is willing to do—as a result of their learning.” (Hipkins, 2017,
Weaving a coherent curriculum: How the idea of ‘capabilities’ can help, p.1).
KCs, or soft skills, have had international endorsement as well. Both Andy Hargreaves, and Mark
Treadwell have developed their own sets as part of their global curriculums.
In NZ schools, it appears that the KCs were mostly noted but not embraced for many years. Initially,
perhaps, it was hard to know what to do with them when they were only generally defined and not
accompanied with much PLD. While compulsory they could easily be passed off as ‘integrated’ without
specifically being taught. They are problematic to assess, and we always love to assess. How are they
taught anyway?
At ACS, the idea of KCs being central to education was tested with a number of educational leaders and
the staff in our school. There was agreement that this was of central importance in the change debate,
and critical to a good education in today’s world. We began to change, most notably by introducing
concept-based learning and inquiry based learning (through PLD with NZCER and EduKate) as well as
experimenting with project based learning.
As we implemented changes we began to see other benefits, most notably student engagement and self-
direction. We had begun the journey of personalised learning, particularly at Years 7 and 10.
But even now, as we have made these changes, we are finding we have to be drawn back to consider the
place and influence of other parts of the NZC; namely the subjects and values along with the principles
that lie under our decision making in these areas. This focus back is particularly important as we look into
Senior Secondary education.
2019 ASHBURTON CHRISTIAN SCHOOL CHANGE OF CLASS APPLICATION P a g e | 14Key Drivers for Educational Change
Following this process, the principal used his sabbatical studies to explore the arguments for change
more deeply. Following is a summary of that research.
There has been a great deal of talk on educational change in the last few decades. Change has always
been there. There is now, in the minds of some, a special urgency to it. The ageless aim remains; to
prepare our children for the world they are growing up into. But the world is, apparently, a rapidly
changing, unpredictable place. The argument follows that education must change to suit.
There are three significant aspects of societal change that are drivers for educational change; economic,
environmental and sociological.
Some would argue that technology is a fourth driver. However, in my view, it sits apart from the others.
This is because the other three have a clearly stated vision for change. Technology does not. It is more of
a tool. But tools themselves still influence simply because they bear the imprint of the makers’ values.
We may shape them but, without care, they will come to shape us as the smart phone is already doing,
and the clock has already done. In fact, the advancement has been so rapid of late that we barely have
time to reflect on the influence the advancements are having on the way we think, behave or solve
problems. Consequently, I believe we need to view technology as a value laden tool and use it with
cautious optimism.
Now for the three drivers of change. Firstly, the economic. Advancements in technology mean the
industrial age economy has been superseded by what Gilbert calls the Knowledge Society. It is out with
masses of people working on production lines and in with job markets that require soft skills such as
creativity, collaboration and problem solving; out with managers and their subordinates and in with
society needing all people to have those skills. Knowledge now has less or no intrinsic value (Though, with
further consideration we have rejected this idea. See: ‘Knowledge Redefined’ p16). Its value lies in what it
does. It is either a commodity that is traded or a tool for problem solving. Consequently, there is no
knowledge more valuable than any other knowledge, giving rise to phrases such as “just in time
knowledge”, though I don’t hear academics using this. Most significantly for schools, knowledge is so
easily accessed that the traditional task of schools downloading knowledge into the minds of students is
now unnecessary1. Howard Gardner’s intelligences fit the new thinking well. All intelligences are equal in
value and importance and usefulness in the problem-solving process. Note there is no empirical evidence
for Gardner’s theory. Therefore, its credibility is accorded by the philosophy of the age rather than
empirical evidence. This brings us to the second driver.
The second change driver is sociological. In philosophical terms we define the societal change as moving
from modernity to post-modernity; these being either two distinct ages or the second being the natural
outworking of the first. Trust in the science and democracy of the modernist is eroding. Uniformity is
more thoroughly replaced by individualism. Equality is no longer sameness but different people having
their needs met as different people; for example, Maori as Maori and Women as Women. This has
obvious links to personalised learning. Any sense of objective truth still left with the modernists is further
diminished. Truth is now individualised as much as our consumerism is. Some talk of values, not truth. In
fact, some talk of values apart from truth2. In essence, we continue to strive for a better society, but
through the vision given to us by the post-modernist.
1For example, recently an eight year old student made their own sun dial and a fifteen year old student his own aluminium
smelter; both at home and without reference to school, or reading, for that matter. Thanks You Tube. ALL the content needed
for learning is freely available online and other easily accessible resources. There are also plenty of people in the community
available to critique work effectively, not all of them teachers. Further, students can gain university entrance without NCEA or
an equivalent, as universities will now accept portfolios of work as evidence of learning.
2
For example, traits such as humility and self-denial are considered virtues even by capitalists and uniformitarians. However,
the philosophical underpinnings of capitalists and uniformitarians more accurately define those traits as vices.
2019 ASHBURTON CHRISTIAN SCHOOL CHANGE OF CLASS APPLICATION P a g e | 15The third driver is environmental. It could be argued this is one aspect of the sociological change, but I
keep it separate here. Clearly, we are treating the planet poorly. There is a growing conscience and sense
of responsibility that has moved beyond a few championing groups and into the mainstream.
These societal and technological forces demand a response from education. While the principal’s
sabbatical report explores this more fully, it is probably better to jump ahead here to the philosophical
implications for our proposed Senior Secondary College.
Implications for Senior Secondary
In brief, the philosophical implications underpinning Senior Secondary at ACS will be these; noting again
that philosophical discussions are on-going and ever developing.
Purposeful End Goals
The end goal of learning must serve a purpose. Postman (1995), in his book ‘The End of Education’ makes
a strong argument for this need, and how this essential to education. “I mean to suggest”, he says, “that
without a transcendent and honourable purpose, schooling must reach its finish, and the sooner we are
done with it, the better” (p.xi). He proceeds to argue for purposes (‘gods’ little ‘g’) that have failed and
ones that may serve.
At ACS our purpose is to live out a life aligned with the vision of the Special Character. Such an education
is motivational and aspirational. That purpose then needs to link to serving through our chosen careers.
Thus, careers become a means to a greater end.
Character and Values Formation
In order to serve wholeheartedly, young people must have the character that leads to an ability and
desire to serve. Such a character includes humility, kindness, gentleness, self-control, perseverance,
resilience, self-denial and many other such fundamental and indispensable traits. Education should be
deliberate about teaching and providing opportunities to develop these.
Spiritual Formation
This is principally done in the home but secondarily supported, encouraged and developed by close
family friends and institutions such as church and school. It is not coercion but influence. Where there is
coercion the most likely outcomes are rebellion or legalistic fanaticism. From this basis we will support
children in developing a vision for life, in line with our Deed of Integration and Special Character, a vision
that takes seriously the special character values of the home including humility, service and love for
neighbour.
Soft Skills/Key Competencies
Learning must be designed to enhance each students Key Competencies, as these are critical to realising
our purpose. This implies that there should be assessment (more likely qualitative) along with deliberate
teaching and goal setting.
Competencies are also critical in that they give power to character. They must take a place of central
importance, even at High School. High Schools need to create opportunities for developing the KCs in
authentic contexts; not tokenistic, but deliberate and planned and sophisticated. The situations created
for learning these skills need to be as real to life as possible (think project or phenomenon-based
learning, or innovations such as Guy Claxton’s Building Learning Power) so they can pattern learning in
the way we desire children to go on living their lives. This will equip them for the current age.
Knowledge Redefined
The nature of knowledge has been heavily debated. After consideration of various philosophical stand-
points, we have arrived at the following position. Knowledge has intrinsic value. It is not just a thing.
Rather, we engage with it in relationship. We offer a commitment to learn and it offers us insights into
understanding, wisdom and social action. It leads to positive emotions of awe and wonder that lead us to
praise or enlightenment; or negative emotions such as frustration and indignation that lead to positive
social action. Further, knowledge provides the muscles to the bones of conceptual understanding.
Without it, understanding has no context, no story to give it meaning. Finally, the knowledge we gain is
2019 ASHBURTON CHRISTIAN SCHOOL CHANGE OF CLASS APPLICATION P a g e | 16essential for forming our identity and so the selection of which knowledge we learn, particularly in the
humanities, requires discernment.
Conceptual Understanding
The world is conceptually designed and can be conceptually understood, a capability that is uniquely
human. Therefore, education should elucidate this reality and teach children to use it. Those who are
meta-cognitively aware of concepts and can apply that knowledge to varying situations and across
disciplines, can be powerful problem solvers.
Personalised Learning
Learning must be tailored to the student holistically, giving consideration to the many aspects of their
identity. Figure 2 shows some of the significant aspects that make up individuals, though reality is not so
neatly arranged as a pie chart.
Some aspects are more specifically related to the purposes of schools. However, none can be ignored in
the development of a personalised learning model. For example, consider Student A. She has a general
idea of purpose and particular gifts in the Sciences. But she also has a specific learning need in literacy, a
weakness in relating to others and comes from a minority cultural background. All realities will feed into a
plan for learning.
KNOWING THE LEARNER
Competencies Family
Character Personality
Spirituality Learning Needs
Gender Gifts and Talents
Ethnicity and Culture Interests and Passions
Figure 2: Aspects of a Learner
Collaborative Learning
Note that Personalised Learning does not mean individualised learning. Every child needs to engage in
collaborative learning to some extent, for their benefit and for the group’s. It is both a need for learning
now and collaborative problem solving in their future contexts. It strongly links to the KCs. All this
considered, collaborative learning needs to be a part of any personalised learning model.
Structure
The structure of the curriculum needs to serve each of the aspects above. Therefore, curriculum design
and school systems need to be flexible enough, and primarily designed, to support the needs of the
learners, with sufficient structure to ensure learning is taking place.
2019 ASHBURTON CHRISTIAN SCHOOL CHANGE OF CLASS APPLICATION P a g e | 17You can also read
